Panthers lead impact through Fulbright program – FIU News

International Academic Partnership Advances Sustainable Development Goals Through Music Education

Executive Summary

A 2023 Fulbright Specialist award facilitated a partnership between Florida International University (FIU) and the Universidad Nacional de Costa Rica (UNCR), led by FIU Associate Professor Jamie Ousley. This initiative focused on developing a new graduate-level jazz studies program, directly contributing to several United Nations Sustainable Development Goals (SDGs), particularly in the areas of quality education, global partnerships, and the promotion of peaceful societies through cultural exchange. The project resulted in significant educational capacity-building in Central America and achieved international recognition through a Latin Grammy nomination.

Initiative Overview: The Fulbright Specialist Program in Costa Rica

Program Objectives

Professor Jamie Ousley, coordinator of jazz performance at FIU, undertook a multi-week engagement at UNCR with the primary objectives of:

• Developing a comprehensive curriculum for a new master’s degree in jazz studies.
• Providing direct mentorship and advanced instruction to university students in a region with limited access to specialized jazz educators.
• Engaging in international artistic collaboration to foster cultural exchange and produce new creative works.

Alignment with Sustainable Development Goals (SDGs)

SDG 4: Quality Education

The project made significant contributions to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.

• Target 4.3 (Equal access to tertiary education): The development of a new master’s degree program created a vital pathway for higher education in a specialized artistic field.
• Target 4.4 (Skills for employment): The program equips students with advanced skills for professional careers in the creative industries, enhancing their prospects for decent work.
• Target 4.c (Increase the supply of qualified teachers): A key outcome was the graduation of mentored students who have since become jazz educators, creating a sustainable, long-term impact on music education throughout Central America.

SDG 17: Partnerships for the Goals

The initiative exemplifies the power of global partnerships in achieving sustainable development.

• Target 17.6 (North-South cooperation): The project represents a direct transfer of knowledge, expertise, and educational resources between institutions in the United States and Costa Rica.
• Target 17.9 (Capacity-building): The Fulbright program facilitated targeted capacity-building at UNCR, establishing an institutional framework for jazz education that will benefit the region for years to come.
• Target 17.17 (Multi-stakeholder partnerships): The collaboration extended beyond academia to include a group of international artists, resulting in the production of a culturally significant musical album.

SDG 16: Peace, Justice and Strong Institutions

The program leveraged music as a tool for cultural diplomacy, contributing to the promotion of peaceful and inclusive societies.

• Fostering Intercultural Understanding: By using music as a “universal language,” the initiative strengthened human-to-human relationships, breaking down cultural barriers and fostering mutual respect between nations.
• Strengthening Institutions: The Fulbright program itself is a key institution that promotes global peace and understanding through educational and cultural exchange.

Key Outcomes and Impact

Educational and Professional Development

The most significant long-term impact of the program is the establishment of a sustainable educational ecosystem.

1. Students at UNCR received specialized mentorship and a formalized curriculum.
2. Graduates of the program are now employed as jazz educators in countries including Costa Rica and Panama.
3. These new educators are disseminating their knowledge, thereby multiplying the program’s initial impact.

International Recognition and Cultural Exchange

The collaborative aspect of the mission yielded a tangible artistic product with global reach.

• Professor Ousley collaborated with international artists to record the album “Claude Bolling Goes Latin: Suite for Flute and Latin Music Ensemble.”
• This album, which infuses a classic work with Latin Jazz, received a nomination at the 2024 Latin Grammy Awards.
• The nomination provided a new level of international recognition for the collaborating artists and highlighted the success of the cross-cultural partnership.

Conclusion

The work of Professor Jamie Ousley in Costa Rica demonstrates how targeted international academic partnerships can effectively advance the Sustainable Development Goals. By focusing on quality education (SDG 4) through robust global partnerships (SDG 17), the initiative not only enhanced institutional capacity and created professional opportunities but also promoted intercultural dialogue essential for peaceful societies (SDG 16). The project serves as a model for leveraging cultural and educational exchange as a mechanism for sustainable global development.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article highlights issues and initiatives that are directly connected to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education – The core of the article focuses on an educational initiative, including curriculum development and student mentorship in higher education.
• SDG 17: Partnerships for the Goals – The project described is a result of an international partnership facilitated by the Fulbright program, involving individuals and institutions from the United States and Costa Rica.
• SDG 16: Peace, Justice and Strong Institutions – The article’s emphasis on “cultural diplomacy” and using music as a “universal language” to foster mutual understanding and human connection relates to the goal of promoting peaceful and inclusive societies.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Explanation: The article details how Professor Ousley traveled to the Universidad Nacional de Costa Rica (UNCR) to “help develop a curriculum for a new master’s degree in jazz studies.” This action directly contributes to creating and improving access to quality tertiary education (a master’s degree program) at a university.
2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Explanation: The new master’s program provides students with specialized skills in jazz performance and education. The article explicitly states the outcome of this education: “They graduated and are now the jazz educators around Central America.” This demonstrates that the program equips students with relevant skills for employment.
3. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including… global citizenship and appreciation of cultural diversity…
   • Explanation: Professor Ousley describes the initiative as an act of “cultural diplomacy” and emphasizes the importance of “intercultural exchange.” He states, “Music is a way to do it. It’s a universal language.” This exchange promotes global citizenship and a deep appreciation for cultural diversity, which are key components of this target.

SDG 17: Partnerships for the Goals

1. Target 17.6: Enhance North-South, South-South and triangular regional and international cooperation on and access to… knowledge sharing on mutually agreed terms…
   • Explanation: The project is a clear example of North-South cooperation, with a professor from a U.S. university (FIU) sharing knowledge and expertise with a university in Costa Rica (UNCR). The collaboration to create a curriculum and record an album demonstrates effective knowledge sharing.
2. Target 17.9: Enhance international support for implementing effective and targeted capacity-building in developing countries…
   • Explanation: The Fulbright Specialist award is a form of international support that facilitates capacity-building. Professor Ousley’s work to help establish a new master’s degree program is a direct contribution to building the institutional capacity of the Universidad Nacional de Costa Rica in the field of jazz education.

SDG 16: Peace, Justice and Strong Institutions

1. Explanation for connection to the broader goal: While a specific target is not explicitly met, the article’s narrative strongly supports the overall goal of promoting peaceful and inclusive societies. Professor Ousley’s statement, “It’s so easy to take the humanity out of the equation when thinking about different, far-off places. The Fulbright program is a great way to bring humans from different parts of the world together,” directly addresses the need for human connection and mutual understanding to build peaceful relationships between nations and cultures, which is the essence of SDG 16.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several qualitative and quantitative indicators:

Indicators for SDG 4 (Quality Education)

• Development of a new curriculum: The creation of the “curriculum for a new master’s degree in jazz studies” is a direct indicator of progress in providing quality tertiary education.
• Number of graduates employed in their field: The statement that graduates “are now the jazz educators around Central America” serves as an indicator of the program’s success in equipping students with skills for employment.

Indicators for SDG 17 (Partnerships for the Goals)

• Existence of international exchange programs: The mention of the “Fulbright Specialist award” is an indicator of established mechanisms for international cooperation and capacity-building.
• Joint cultural and academic outputs: The collaboration that resulted in a new master’s program and an internationally recognized album (“Claude Bolling Goes Latin”) are tangible indicators of a successful partnership.

Indicators for SDG 16 (Peace, Justice and Strong Institutions)

• Participation in cultural diplomacy initiatives: The entire project is framed as an act of “cultural diplomacy,” serving as a qualitative indicator of efforts to foster intercultural understanding and peaceful relations.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: news.fiu.edu